Introduction to Ionic Bonding (stress on periodic table and octect rule)
State Standards: GLEs/GSEs Or Common Core State Standards:
PS1 (9-11)-4 (4a, 4c)
Context of the Lesson
This will be the first lesson of the unit that will compare and contrast ionic and covalent bonding. Students should have a basic understanding of all sub atomic particles. This unit will stress the interactions of mainly electrons.
Opportunities to Learn
Plans to differentiate instruction: My plan to make sure all have an equal opportunity to succeed in this lesson will be based on the opportunity for me to walk around and answer questions with individual students. Mainly those who are struggling the most. Also, intrapersonal relationships with the groups to help students help each other.
Accommodations and modifications: Modifications will be made during the lessons. Accommodations for the class will be subject to the specific class. The room is relatively small and my voice is loud, there for the inablility to hear or see will be minimal. Students will be able to work in groups so they can learn from each other and that will hopefully eliminate some problems.
Environment factors: None that I can see. The room is set up in groups of 3 or 4, and students have been able to work in groups well during my observations. All groups are placed so that they can see the board.
Materials: Calk and board. Worksheet and pen or pencil for students Projector with a picture of the periodic table
Objectives
Students will be able to utilize the periodic table to find the amount of valance electrons for ionic elements. Then students will take that knowledge and be able to show understanding on the octect rule.
Instructional Procedures
Opening: Students will walk into the class room with James Bond music playing hence the unit title (James Bonding) Questions to find out their intial knowledge
1. What is bonding?
2. How do you think the fact that opposite charges attract relate to bonding?
3. What types of molecules do you know that have bonds?
4. Where is bonding visualized in everyday life?
Engagement: Opening statement to start note taking: To answer some of these questions in more detail we have to start from the inside and move out. Lets start by figuring out formal charges of certain ions using the periodic table. Using a picture of the periodic table on the board I will explain the trend of positive vs negative charge and the value of the charge based on which row the element is in. Before explaining I would like the to ask if anyone has an idea where to start? I will ask if they know the charge of Cl or Br? If they answer with -1 for both I would fallow with what kind of trend do you see? Also making it known that a metal’s charge is based on the charge of the negative ion. First ask if anyone knows what the octet rule is. Or if they can use clues in the word to understand what it is. Then I will define the octet rule.- Chemical compounds try to have 8 valance electrons in each of their valance orbital’s After that which should take about half the class time I will hand out a worksheet that has a periodic table and I will have them use it to tell me the number of valance electrons for certain elements As well as define the octet rule in their own words Worksheet they will have about 10 min to work on it and finish it for homework. Closure:
Re group the class with about 5-10 min remaining. Then ask the valance electrons of Fr, Br. Then I want to hear the octet rule, and ask the students if they think that they have made a step to understanding bonding. Also remind them to read the next unit on types of ions. Tell them to focus on what a cation and an anion is.
Assessment
The worksheet and informal observation of the students as they are working on the worksheet, also the answers to the closing questions.
Lesson Title
Introduction to Ionic Bonding (stress on periodic table and octect rule)Or Common Core State Standards:
Accommodations and modifications: Modifications will be made during the lessons. Accommodations for the class will be subject to the specific class. The room is relatively small and my voice is loud, there for the inablility to hear or see will be minimal. Students will be able to work in groups so they can learn from each other and that will hopefully eliminate some problems.
Environment factors: None that I can see. The room is set up in groups of 3 or 4, and students have been able to work in groups well during my observations. All groups are placed so that they can see the board.
Materials: Calk and board. Worksheet and pen or pencil for students Projector with a picture of the periodic table
Instructional Procedures
Questions to find out their intial knowledge
Engagement: Opening statement to start note taking: To answer some of these questions in more detail we have to start from the inside and move out. Lets start by figuring out formal charges of certain ions using the periodic table.
Using a picture of the periodic table on the board I will explain the trend of positive vs negative charge and the value of the charge based on which row the element is in. Before explaining I would like the to ask if anyone has an idea where to start? I will ask if they know the charge of Cl or Br? If they answer with -1 for both I would fallow with what kind of trend do you see?
Also making it known that a metal’s charge is based on the charge of the negative ion.
First ask if anyone knows what the octet rule is. Or if they can use clues in the word to understand what it is. Then I will define the octet rule.- Chemical compounds try to have 8 valance electrons in each of their valance orbital’s
After that which should take about half the class time I will hand out a worksheet that has a periodic table and I will have them use it to tell me the number of valance electrons for certain elements
As well as define the octet rule in their own words
Worksheet they will have about 10 min to work on it and finish it for homework.
Closure:
Re group the class with about 5-10 min remaining. Then ask the valance electrons of Fr, Br. Then I want to hear the octet rule, and ask the students if they think that they have made a step to understanding bonding. Also remind them to read the next unit on types of ions. Tell them to focus on what a cation and an anion is.